This study compares Chinese people’s trust and trustworthiness, risk attitude, and time preference before and after the onset of the COVID-19 pandemic in China. We compare the preferences of subjects in two online experiments with samples drawn from 31 provinces across mainland China before and after the onset of the pandemic. We test two competing hypotheses regarding trust and trustworthiness. On the one hand, the outbreak as a collective threat could enhance in-group cohesion and cooperation and thus increase trust and trustworthiness. On the other hand, to the extent that people expect their future income to decline, they may become more self-protective and self-controlled, and thus less trusting and trustworthy and more risk averse and patient. Comparing before and after the onset, we found that the subjects increased in trustworthiness. After the onset, trust and trustworthiness (and risk aversion and present bias too) were positively correlated with the COVID-19 prevalence rate in the provinces. Subjects with more pessimistic expectations about income change showed more risk aversion and lower discount rates, supporting the speculation concerning self-control.

This study examines the association between psychosocial adjustment and future expectations in early adolescence. This research tries to fill some gaps in the literature on how current adjustment might be an antecedent of early adolescents’ future expectations. Participants were 781 students (mean age = 12.37 years). Data were collected in 11 schools. The results revealed statistically significant correlations between self-esteem, life satisfaction, self-efficacy, emotional and behavioural problems, educational and social adjustment, and future expectations. The structural equation model confirmed a positive relation between psychosocial adjustment and these adolescents’ future expectations. The main contribution of this research is to further our comprehension of the development of adolescents’ future expectations and the way in which psychosocial adjustment has an impact on such development. Future expectations are an important protective factor for healthy development in adolescence, as thinking about the future motivates everyday behaviour and influences choices, decisions and future activities.

This study examined the relationship between executive functions (EFs) and school performance in primary and secondary school students aged 8 to 13 years (N = 146, M = 10.4, 45.8% girls). EFs were evaluated using the Trail Making Test (TMT), Verbal Fluency (VF), and the Stroop Test. Students’ GPAs and teachers’ assessment of academic skills were used to measure school performance. To evaluate the students’ social behavior, participants were asked to rate all their classmates’ prosocial behavior and nominate three students with whom they preferred to do school activities; teachers also provided evaluations of students’ social skills. EF measures explained 41% (p = .003, f2 = .694) of variability in school performance and 29% (p = .005, f2 = .401) of variance in social behavior in primary school students. The predictive power of EFs was found to be lower for secondary school students, although the TMT showed significant prediction and explained 13% (p = .004, f2 = .149) of variance in school performance and 15% (p = .008, f2 = .176) in peer ratings of prosocial behavior. This paper discusses the relevance of EFs in the school environment and their different predictive power in primary and secondary school students.